# Talk

## May I ask what your Y1 child has covered in maths so far at school?

(35 Posts)
snugglesmummy Tue 11-Feb-14 10:56:55

I have a child in Y1 with a NQT in a small school.

She is covering basic sums such as 3+3+3 and the typical weekly homework would maybe be 6 questions of that nature. This takes her about 1 minute to complete, if that.

Despite her being bright and capable, she knows nothing yet about weights, measures, telling the time, multiplication, fractions, decimal places etc. All things that I remember having covered very early on at school. I have also downloaded the curriculum and can see that so little has been covered with a good portion of the year already gone.

I asked her what 2 x 6 was last night and she had no concept at all of what the 'x' or the word multiply meant.

She is my first child at school so I dont have any previous experience to pull on.

Importantly, she is very happy at school and comes home every day with fantastic drawings and paintings etc.

I have no issues with her reading or writing, mainly because we do a lot of this at home.

I know I could address my concerns with the school. We do have a good relationship and I wouldn't want to damage it by appearing to question them, hence asking here first.

So any information on what your Y1 child has covered so far would be much appreciated.

DD has covered 2x and 10x tables and is working on her 5x, but she still sometimes forgets what "x" means and I have to jog her memory (I think it's the fact that it looks so similar to "+" that throws her). She does single-digit addition and subtraction, identifying "10 more" and "10 less" than numbers, and has recently covered adding a single digit number to a two-digit number including carrying (she gets the right answers but IMO doesn't truly understand it yet). They've just started doing some work on time and she can identify the time on the hour and the half hour and given a clock face can show what the time would be an hour before or an hour afterwards -- but anything more complicated stumps her.

Casting my memory back to what DS (currently in Y4) did I don't think she will cover fractions until the start of Y2 and decimals after that. Weights and measures seemed to come in dribs and drabs for DS while they were doing other bits of maths rather than being tackled as a topic in itself. And they kept coming back to time and doing short bits on it (I think it just doesn't click for a lot of children until later).

snugglesmummy Tue 11-Feb-14 11:22:36

That is really helpful information AAICAW, thank you.

snugglesmummy Tue 11-Feb-14 11:30:45

Also, just to clarify ... its not so much what she has picked up, its more what has actually been covered in the class that has raised my concerns.

jamtoast12 Tue 11-Feb-14 12:04:54

Dd has covered number bonds to 5 and 10 and now working on 2 x tables. From experience with my older dd, year one covers number bonds to 5,10,20 and 2,5,10 x tables. Year two covered 3,4 times tables and the rest done intensely in year 3. I found the later they learn them the quicker they are, after a term in year 3 dd1 was fluent and super fast at recalling all tables upto 12.

I have no idea what other stuff year one do in maths as maths homework only starts in year 2 in our school.

nonicknameseemsavailable Tue 11-Feb-14 12:05:49

we haven't had parents evening yet so I don't know much other than what DD1 has told me.

I KNOW they have done counting in 2s, 5s and 10s and have done 2 times table and 10 times table but I am not sure if doing them as tables was just some of the groups and some children were just doing them as counting in them.

They have done some 'problem' type questions, some money questions, I know she is working with numbers up to 100 and has done double digit sums but I don't know much more than that. she said one group are doing numbers to 30. not sure about the other groups.

no mention of measuring or weights etc or time that I can think of.

Could you perhaps ask if they have a list of the main maths topics covered this year so you could ensure you are supporting it at home? perfectly polite question.

jamtoast12 Tue 11-Feb-14 12:10:31

Oh dd has learnt time but only on the hour, half past and quarter to/past.

MomentForLife Tue 11-Feb-14 12:18:17

Things I can recall off top of my head are:
Counting in 2's, 5's and 10's
Odd and even numbers
Measuring
Money

Don't think they've done multiplication really

MomentForLife Tue 11-Feb-14 12:18:46

Oh and time

Waitingforthephonetoring Tue 11-Feb-14 12:27:36

How do you know what has been covered in your child's class? Mine claim ignorance when I try and quiz them either about what they learnt today or whether they know something! When you downloaded the curriculum where did you get it from? I'd be really interested in seeing one.
I finally asked in school (have a Y1) a few weeks ago and was given an outline. Measurement is covered but comparing and non-standard not grammes and kilograms, multiplication and division (not yet, mainly in Y2, but will start when/if DS is ready in Y1) and surely expecting decimal places is WAY beyond Y1 curriculum.

SockPinchingMonster Tue 11-Feb-14 12:45:12

My y1 twins have so far covered,
Counting in 2's, 5's, 10's,
Number bonds to 10 and 20,
Briefly touched upon time,
Money - recognising coins and swapping a 20p coin for 20 pence worth of smaller coins,
2 x tables,
Tally charts and simple bar charts.

I think that's about it, I also have them do a bit of mathletics at home because the school have paid for all the children a subscription - so they have come across weight, v

SockPinchingMonster Tue 11-Feb-14 12:46:32

Sorry, hit send by accident. The mathletics has helped them to learn about weights, volumes, terms such as fewest, most etc.

MomentForLife Tue 11-Feb-14 12:54:19

Waiting, my DD's teacher gives us a curriculum newsletter at the start of term. Tells us what topics they're going to do etc.

Princesspond Tue 11-Feb-14 12:59:53

What I'm aware of so far:

Number bonds to 10 & 20
Simple Adding and subtracting (& how to write sums)
Using number lines
Ten and five times table
Place value
A little telling the time
Odd and even numbers

"...she knows nothing yet about weights, measures, telling the time, multiplication, fractions, decimal places etc..."

Goodness OP, she is only in year 1! It's not a race, my ds is at an excellent preprep and I don't remember him covering all that in y1. I suggest you relax and make sure she is very secure in things that have been covered.

cosikitty Tue 11-Feb-14 13:09:03

Multiplication is not generally covered in year 1. Children learn to count in 2s, 5s and 10s but do not really learn to read sums such as 2x4 etc at this age. They may learn multiplication as repeated addition when they are confident with addition and number bonds to 10. Telling the time should be covered and measuring by comparing weights and balancing using non standard measures. They should be beiginning to measure in cms and metres. Decimal places is usually way into the future and covered in KS2. Fractions will be done practically, but not taught extensively and recording fractions is not covered until later in y2/3.

Waitingforthephonetoring Tue 11-Feb-14 13:10:00

I googled different schools' curriculum newsletters and they can vary hugely in their detail. Some just mention topics others go into a weekly blow-by-blow plan. What does it actually say they are covering this term in maths?
Information I got was:
Reading, writing and ordering numbers (when asked how high I was told details for my DS and that they didn't stipulate exactly on sheet as some children were working to 100+ and others to 10 and saying, for example, to 50 would limit some children and put undue worry / pressure on others)
Addition and subtraction using practical objects and strategies. Introduce methods of recording calculations.
Number bonds for 10, doubles of numbers and introduction of place value (tens and units)
Practical problems that need them to reason about numbers, add and subtract.
2D shapes, comparing length, mass and capacity in role play and continuous provision areas.
Vocabulary for position and movement in PE and games activities.
Money - recognising coins and pay for shopping (again highest amount not stipulated) in lessons and in role play areas.

Oh, yes, I remember now that DD did do something with money last term (pictures of coins and adding up how much money there was / which coins would be needed to pay for some things -- very simple sums, though). And she's done something about 2D shapes (she was talking about hexagons the other day and I got the impression it was related to something they'd been doing in school).

Waiting, we get their folders home to look through once a term and also get to go into the classroom and look at their work once a term when they do their class assembly.

gracegrape Tue 11-Feb-14 13:43:59

As mentioned above, multiplication is not currently part of the curriculum for Year 1. It is likely that they will be taught to count in 2s, 5s or 10s though. If she is doing sums like 3+3+3 then this is repeated addition and is part of learning mulitplication. She should be covering weights, measures and the time at some point, but decimal places is far too complicated for Year 1 and doesn't feature as part of the curriculum until Key Stage 2.
The current curriculum for Year 1 focuses a lot on the use of practical equipment. Bear in mind that children of this age (and indeed older) often don't remember that they have learned things, and need to be taught them several times before they remember them properly so your daughter telling you she doesn't know about measures and time etc doesn't mean that she hasn't learned it. Have you seen her maths book?

gingercat12 Tue 11-Feb-14 13:46:30

Ours are the same as Momentforlife. The teacher suggested us explaining DS the concept of money and play a lot with money, as none of the children have any real understanding and she wants them to be a bit savvier. DS is only 5 though. Anyway, he loves counting and grouping his money and we point it out to him how much things cost. I think the problem is that they learn about adding, subtraction, multiplication and so on, but they cannot refer it to real life situations just yet.

simpson Tue 11-Feb-14 15:45:05

Using a number line, 100 square, telling the time (o'clock, half/quarter past and quarter to), money (which will be covered in more detail later in the year), basic maths word problems, number bonds, counting in 2s, 5s and 10s, measuring/weighing and estimating and obviously addition/subtraction.

MomentForLife Tue 11-Feb-14 15:55:40

Not got the letter to hand, but ours tends to be subject with topics, then there's a little bit with ideas for reinforcing learning at home. ( not for every topic)

mrz Tue 11-Feb-14 18:39:17

The 2X 5X & 10X tables are the Year 2 curriculum in Y1 children are taught to count in 2s 5s and 10s

Alibabaandthe40nappies Tue 11-Feb-14 18:42:50

DS1 very similar to simpson's DD. He is in the top group for maths, I have no idea how much of that has been covered by DCs who aren't grasping things as quickly.

mrz Tue 11-Feb-14 18:53:54

Year 1
•Count reliably at least 20 objects recognising that when rearranged the number of objects stays the same; relate addition to counting on and count on or back in ones, twos, fives and tens; estimate a number of objects that can be checked by counting
•Compare and order numbers, using the related vocabulary; use the equals (=) sign
•Read and write numerals, numbers from 0 to at least 20 and the multiples of 10, and position these numbers on a number track and number line
•Say the number that is one more or less than any given number, and ten more or less for multiples of ten
•Use the vocabulary of halves and quarters in context

Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts
•Use knowledge of counting in twos, fives and tens to derive the multiples of 2, 5 and 10 to the tenth multiple
•Recall the doubles of all numbers to at least 10

Recognise that addition can be done in any order and use this to add mentally a one-digit number or a multiple of 10 to a one-digit or two-digit number
•Subtract one-digit numbers from one-digit and two-digit numbers and a multiple of 10 from a two-digit number; apply addition and subtraction strategies, e.g. counting on to find the difference
•Understand subtraction as both ‘taking away’ and ‘difference’ and use the related vocabulary and symbols to describe and record addition and subtraction number sentences
•Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups

Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and models
•Identify objects that rotate; recognise and make whole, half and quarter turns
•Visualise and describe the position of objects and direction and distance when moving them, e.g. when placing or moving objects on a games board

Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments, e.g. a lever balance, metre stick or measuring jug
•Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour

Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms
•Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects

Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money; recognise the value of coins
•Describe a problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution back in the original context
•Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures
•Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions
•Describe ways of solving problems and explain choices and decisions orally or using pictures

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